DBQ Justified In Waging War Essay

Restate Thesis. The Navigation Acts were issued in 1763 soon after The Proclamation of 1763. The Navigation Act required the 13 colonies to only use British ships, and any goods the 13 colonies bought had to go through England first to be inspected. This was one of the first acts that really got the patriots into the rebellion mode. Restated Thesis. Taxation without representation was common in the 13 colonies. Colonists often debated about why a small island, Great Britain, should rule a piece of a continent, the 13 colonies, from 3,000 miles away. The Stamp Act was issued by the British Parliament in 1765. The Stamp Act directly taxed printed materials. In Document 2, John Dickinson, a political leader from Pennsylvania, shows his disagreement with the Stamp Act. John Dickinson shares that Great Britain never thought the colonies would thrive as much as they did, so when the British Parliament issued the Stamp Act, and it was just for the purpose of raising Britain’s revenue , he disagreed with it. In addition, all the laws regarding the colonies only talked about regulating trade but it never intended the raising of taxes. John Dickinson, like many other patriots tolerated the old taxes, but at the Stamp Act, they drew the line, because Britain was taking money from the abundant colonies, with no benefits in return. The Townshend Acts followed the Stamp Act in 1767. Similarly, in Document 2, John Dickinson talks about the Townshend Acts having the same purpose as the Stamp Act, bringing more money to Britain. However, this time, when the Townshend Acts were issued, the tax was hid in the price. Charles Townshend hoped the colonists would be glad there were no more taxes even though the taxes would be right in the price. Unfortunately for Great Britain, the colonists realized that Britain was trying to be sneaky and hide the tax, so they got even madder. Moreover, the British never succeeded in taxing the colonists without rebellion in return.

What is American?

America is a consciousness rather than a culture, a way of life more than a precise political identity. Through the decades of immigration and settlement, with its unique characteristics of absorption and adjustment, assimilation and integration, America has become more than just a word for a geographical entity – it is a melting pot of diverse streams of humanity with their individual traits morphed into a fused sense of the American way of life. Fugazi’s lyrics define this perception of the ‘American’ identity which has magnified into multi-cultural multi-ethnic dimensions beyond the limited parameters of the name:America is just a word but I use it. Language keeps me locked and repeating. (â€Å"Stacks†) What is so unique about the different races and cultures coming to America, transforming themselves and causing a metamorphism in the constitution of the country, like subtle ripples on still waters? In this global world, there are umpteen numbers of displacements and re-settlements in every nation. Why is it that the American identity is changed because of the influx of people, customs and ideas? It is exemplified in Chesterton’s words:In a word, what is unique is not America but what is called Americanization†¦ [The British] are not trying to Anglicize thousands of French cooks or Italian organ grinders. France is not trying to Gallicize thousands of English trippers or German prisoners of war. America is the one place in the world where this process, healthy or unhealthy, possible or impossible, is going on. And the process†¦is not internationalization. It would be truer to say it is the nationalization of the internationalized.It is making a home out of vagabonds and a nation out of exiles. (â€Å"What is America? †) The American identity is an evolution, originating from the solid foundation of the Bill of Rights to a deep sense of patriotism and openness to change, a fighting spirit coupled with a friendly welcome to different nationalities. From the stars and stripes flag fluttering on American rooftops on Fourth of July to the barbeque on Labor Day, the solemn remembrance of Veterans’ Day and the Thanksgiving turkey, there is a sense of pride and belonging in the name ‘American’.This nation’s uniqueness rests on the principle of free will and choice. It is a democracy not closeted in theoretical ideology, but actively visible in the food, clothes, languages, religious beliefs and practices and lifestyles of the multi-faceted citizens of America. The American identity is an antithetical blend of internationalism in a nutshell of a nation. It is evidenced in the Italian pasta fragrant with the Indian cumin and the Caribbean peppers; it is seen in the combination platter of Japanese sushi with Chinese noodles and Spanish paella.Even the American dinner of pizza is transformed into a multi-cultural multi-cuisine entity with the customization of ing redients and flavors from all parts of the world. The free market economy of this nation is a distinctive quality of the American way of life. America is a land of opportunity where merit and talent are endorsed, hard work is remunerated, and the sky is the limit for individuals with aspiration and ingenuity. From the Silicon Valley I. T. avenues to the Mid-Western blue-collar industry and the East Coast corporate giants, labor is respected, regardless of the station and type of work.The bus driver is greeted with the same friendly welcome as the white-collar executive. Unlike the European, especially the English Work culture, there is no pedigree demanding privilege in the American democracy. For every citizen by birth or choice, ‘America’ symbolizes a hope for a better future, a dream crystallized to reality by sheer hard work and creative vision. There is no specific definition of the American culture, yet when thousands of cheering fans root for the inimitable Yanke es or the Dallas Cowboys, one experiences the unmistakable sense of being ‘American’.Sometimes, it is just enough to feel the macrocosm of the word than attempt to characterize its identity in the microcosm of a description. And this is invariably true of the American identity in the cosmos of its culture. Works Cited Chesterton, G. K. â€Å"What is America? † What I saw in America. 14 November 2008. < http://www. libertynet. org/edcivic/chestame. html> Fugazi. â€Å"Stacks lyrics†. 14 November 2008. < http://www. mp3lyrics. org/f/fugazi/stacks/>

Communication And Newspaper Essay

Racism and sexism were a major part of the 1950s and 1960s, with very few newspapers or magazines being able to maintain neutrality in their printed word against such hate. The Watts riots of Los Angeles in the movie, Heat Wave, involved attacks of a bigoted police force against black individuals who had very little education, were living in poverty, with most of the people having no jobs–with unemployment being higher here than anywhere else. Many of these individuals felt they were being prejudiced against, with only five of the actual 205 police officers involved in the riots being African-American. In the movie, the Los Angeles Times reporter was played by Robert Richardson, as white reporters were not allowed in the area, which was a reverse discrimination of the riot itself. The whole picture was about racism, poverty, desperation, and feelings of anxiety and striking out against the world with feelings of   â€Å"enough is enough.† It also is about how someone in the lead role of a intolerant and racist police chief can influence whole neighborhoods of the African Americans, leading them to feelings of hopelessness and despair, eventually leading to the Watts riot which led to even more riots across the country as people began rebelling against their treatment. The movie Crash was also portrayed in Los Angeles, and also involves racism and prejudice. If possible, in a more dramatic way it regards how people interact with each other and how they develop a first impression based on race or statement, forming feelings of prejudice. It seems as if the movie is totally about relationships and different races of people, telling how we get all messed up inside and form wrong impressions about things that maybe later on we would never consider. The role of Officer Hanson in Crash psychologically seems to continue from the raging police in Heat Wave, yet here it shows that behind the scene of their abusive personality, it shows another side of racism in a different form of view, even though it brings up more violence and maybe other things causing it. It is a step-up in the picture of how discrimination, racism, and sexism develop in societies and within individuals. It is not always a black and white scene, but has many variables involved in it. In Crash, the viewpoint changed from the reporter’s view on how something can happen like a riot of minorities, or a car hi-jacking, as portrayed to the public or world to see how something can develop from the viewpoint of the stereotyped races—eventually even seeing things from the viewpoint of the police and why they feel the way they do. The third way of thinking refers to the scene in the movie Come See The Paradise, almost as if completing the circle of prejudice and racism. The writer of Crash felt that intolerance was a collective problem that needed to be explored along with shared humanity, almost as a â€Å"gang effect.† In the movie Come See The Paradise, Jack McGurn is a union organizer in New York City that is parallel to the police in the other two movies in regard to status and position, but finds himself on the wrong side of the law, also similar to the car hi-jackers or the rioters in the previous two movies. Fleeing to Los Angeles, he becomes involved in the Asia-American world, which involves racist and sexist as the blacks or Japanese, but he is the one who is prejudiced against when he tries to marry Lily, an Asian-American woman, by her father. The state of California also is prejudiced by their relationship by refusing to marry them, which forces them to flee to Seattle where they can wed. Prior to the prejudice and rioting of the 50s and 60s, â€Å"Civilian Exclusion Order No. 92† became the forced removal of all Japanese and Japanese-Americans from their homes into detention camps, with very few actually knowing where they were going or why. After WWII was over, and the Japanese Internment was actually admitting to as a wrong–doing by the United States, the Civil Liberties Act of 1988 was passed to make sure that the Japanese Americans were repaid for being locked up like criminals, during a time when prejudice and fear took away the rights of our citizens because they were of another nationality involved in a wrong-doing. This was a time when citizens of the United States lost their rights because of who their race was against the power of the United States. They literally had to stand in-line to toilet, to eat, were told when to go to bed, etc.—meanwhile losing their homes, jobs and many family members. Needless to say, their dignity and pride were torn away because they were Japanese, not because of what they did wrong. Similar to the African-American racist riots in the 1960s, with many of the blacks forced into jail and torn away from their homes because they were black, the Japanese were treated just as bad. The African-Americans targeted were jobless, homeless, and drifting throughout life—which were automatic red flags for white police to pick them up. During the Japanese Internment, just being Japanese was an automatic red flag to be put in detention camps during WWII. With about 120,000 of these Japanese-Americans being forced into the camps, it was held in little regard that 2/3 of them were actually American citizens, and had rights under our Constitution, even though they were a minority group. They simply were unlucky enough to be Japanese during a time when the bombing of Pearl Harbor occurred, and they became the focus of the United State’s hate and prejudice. Living in the camps for three years under armed guards, this became a shameful period for our country when we had the audacity to treat our own people this way when they had done nothing wrong other than become a victimized race.   At one time, the Constitution of the United States actually protected the rights of our citizens, but the perfect union was not perfect during this WWII period or even later on, as the minority groups became a separate entity during the WWII as opposed to being a citizen of respect, as did the African-Americans during a later period, and is to this day. In my opinion, the similarity of the Japanese Internment period and the rioting of the 50s and 60s have changed very little, with one group locked up in detention camps and the other in prison. Both groups are imprisoned more due to race and color, by ignorant and bigoted individuals of authority who choose to separate themselves from their victims as beings of superiority. Very few looked at their victims and ask, â€Å"what kind of life did they lead before this moment, and what led to this?† and â€Å"do they consider themselves as criminals and doing wrong, because they were born Japanese or Black?†Ã‚   And did any of the answers justify the actions of their jailers? Race and racism is part of the United States and has very little to do with ethics or morality of the human race. Do we have room for a neighbor of another nationality? No—at the present time due to 9/11 the same thing is happening. How many people who are of the same race as the terrorist groups, are being punished by the United States and its citizen, being questioned in detention camps year after year, and with torturous techniques labeled as acceptable by our President? How different is this from the Japanese Internment period, or the locking up and beating of the African-American people simply because they were overly populated, living in extreme poverty, or uneducated? It is not†¦and we repeat history again and again, never learning compassion or empathy, which is why we are so popular with third world countries that are uneducated, poverty stricken, and over-populated—and who we are 100% prejudiced against.    Bibilography There needs to be the information here of the newspaper coverage, â€Å"the Readings,, of the Japanese-American Intemment during WW2 and the civil Rights movement of the late 1950`s,† which I do not have.

Person-Job Fit and Person-Organization Fit Essay

Person-Job Fit and Person-Organization Fit - Essay Example The recruitment strategy considers the extent of fit between the person and the job as well as the fit between the person and the organization (Newell, 2005). The aspect of person-job fit and the person-organization fit are important to recruit the right person for the job and to improve the capability of the organization to reduce the attrition which is not good for the organization. Further, the recruitment strategy is extremely important from the organizational point of view. The organization recruits the candidates on the basis of their merit and their capabilities that fit the requirement of the organization and in this context, the person-job fit is extremely important for framing the recruitment strategy and the person-job fit explains that the various criteria that are listed and checked while interview and recruiting the candidates. Moreover, the person to be recruited should have the skills to perform the tasks required to be carried out for the business of the organization (Saks and Ashforth, 1997). The right match between the person and the nature of job ensures that the person is satisfied with the job that he is undertaking and the recruiting strategy of the organization is aimed at enabling the persons in taking pride of the job that is performing. Further, the employers Wal-Mart, Tesco, IBM, Vodafone, etc. are the biggest employers with their emplo yees recruited in markets all over the world. It is ensured that the persons recruited match the desired skills for the job and the multinational organizations spend enough money, resources, and infrastructure in training they're the workforce and help them improve their expertise (Edwards, 2012).  

Brand Marketing Essay Example | Topics and Well Written Essays - 3250 words

Brand Marketing - Essay Example According to the report findings a mass-market product has little differentiation, and is often marketed as a generic, low cost alternative. Of course, no marketing would exist without two driving forces to sustain it. These forces are the consumer and the competition. The consumer can be generally placed into two categories, a hedonic or utilitarian purchaser. Competition is based solely on brand ownership and product differentiation as they are marketed towards the customer. As the paper declares consumer’s can be identified as hedonic and utilitarian. This is an important concept of product and brand marketing, because consumers perceptions of a purchase based on their personal desire to fulfill a need or fulfill a self-indulgence has a strong bearing on why there are different types of products. To better understand the branding of products as prestige, masstige, or mass-market, a short background of the average customer is presented here. The traditional concepts of cost and benefit values are perceived as having characteristics of exclusively product and price, the standard economics of supply and demand where the consumers experience is exclusively based on the products quality and price evaluations to control consumption choices and demands, and yet this does not define the reasoning of consumers emotional connections, where "A fourth definition equates value with an overall assessment of subjective worth considering all relevant evaluative criteria" (Babin and Darden p 645 1994), in a sense the overall assessment is the consumers emotional constructs, the sociological and psychological desire to feel rewarded in more than the physical sense of achievement. Babin and Darden analyze that shopping has both utilitarian and hedonic traits, where a methodology only encompasses the consumable and its dimensional and monetary values lacks the ability to fully measure the shoppers' experience, a concept expressed as having importance in other research, although "Far less research has been conducted to examine whether contrast effects occur among hedonic experiences (i.e., experiences of pleasure or pain)" (Novemsky and

The fourth of july Essay Example | Topics and Well Written Essays - 1250 words

The fourth of july - Essay Example The day started out with me waking up to the explosion of a few fireworks and I remembered how I promised A to go with her for the Independence Day celebration events. My cousins had stayed over the previous day, and once I was done with my morning routine and headed downstairs, I saw the whole kitchen bustling with excited young energy. The radio was blaring with Fourth of July related theme songs in the kitchen, whereas in the living room the television showed news regarding the various events of the day. I was not surprised to find A making merry with the elders of my family and I began to realize how much close she had become with us. â€Å"Good morning, sleepyhead,† she happily shrieked, to which I replied â€Å"A very good morning to you too miss cheeky-full-of-energy.† My cousins and I got ready soon and once I was done with breakfast, we left, but only after A reminded the elders that if they were lucky, they could spot us on television on channel ‘WETA TV 26.’ The plan was to spend the day in Washington, DC, attending all the events held there and getting home only after, as A ordered, we had the real taste of Fourth of July. â€Å"Hurry up, or we’re going to miss the train people!† she exclaimed, and I frantically ushered my four cousins into the metro. I could swear I have never seen the station so overcrowded before, not to mention the train itself. What I could notice from the tiny gap between my cousins was the happy faces of people who were in the train. This particular train population consisted of people dressed up in different styles related to the nation’s flag, and belonging to different age groups, as well as those who were unique in their own ethnicity, race and culture. I was amazed at how the train stood testimony to the growing multiculturalism in the North American mainstream (Kottak and Kozaitis). We were headed to the National Mall, and upon observing the people that surrounded us, I could gather th at they had the same

Consumer Behaviour Essay Example | Topics and Well Written Essays - 3000 words - 3

Consumer Behaviour - Essay Example s the organisation has further divided them into categories: companion animals, vegetarianism, animals used for clothing, animal testing, and animals used for entertainment. Their print ads is composed of famous Hollywood stars that are vocal and committed members of the organisation such as Alicia Silverstone, Pamela Anderson, Eva Mendez, Sophie Monk and many others. The print ad used is for the vegetarianism category by Cloris Leachman wearing a gown of violet and green cabbage (www.peta.org 2009). The vegetarianism category is chosen based on several empirical studies included in the essay that was able to establish that health issues and environmental concerns affect consumer behaviour and are important factors for British consumers. A study determined the factors that affect the behaviour of vegetarians by conducting an online survey to respondents located in the United Sates, Canada and United Kingdom. The results showed that majority of the respondents are committed to environmental issues, while some for dietary and health reasons. There are also a few who intends to lose weight (Fox and Ward 2008). Studies showed that consumers have low consumption of meat, even those produced in a responsible way. By conducting the study they were able to determine the relationship between consumer behaviour and personal values. The study specifically determined that consumers who eat or consume less meat or none at all demonstrated values such as: controlled, not risk takers, reflective, and value a good conscience. The study found out that values affects and influences consumer behaviour although the universality of the result is still weak and questionable. Lastly, the study determined that consumers who value taste the most are less concerned with security and safety and they have an open mind on their food options (de Boer, Hoogland, and Boersema 2007). A study also evaluated the effect or appeal of nutritional values added in food products on consumer behaviour.

NUMBERS DROP FOR MARRIED WITH CHILDREN Essay Example | Topics and Well Written Essays - 750 words

NUMBERS DROP FOR MARRIED WITH CHILDREN - Essay Example To be more precise and clear, a few statistical data can be taken into consideration. Over the last five decades, cohabiting couples in the United States have increased tenfold from 0.44 million to 4.2 million. Divorce rates have increased from 9 to 20 per 1000 married couples for the same period. Births to unmarried women have increased from 11% to 38% from 1970 to 2006. Nationally, more than 1.3 million children are born out of wedlock each year. While cohabitation, divorce and unmarried childbearing have increased, marriage in America has alarmingly declined over the last few decades. Married couples with children are one quarters of the total number of households and half of what was in 1960. Some are of the opinion that only the well educated and the well paid are interested in the institution of marriage. It has been observed that marriage not only declined less among the well educated and well paid, but also that they are less likely to divorce. Though college educated women i nitially prefer to live with a partner, they eventually do get married. However, it is worth noting that the constant increase in the number of people attaining college degree from 16.60 million to 88.75 million from 1950s to 1990s has not helped much in improving the statistics related to marriage. So, education is not the sole reason for the changes that are taking place. The increase in the well educated may not have made a direct impact, but indirectly, it has changed various other aspects of life. It has caused a gradual shift in people's priority from religion to science and technology. In the 1950s and 60s, religion played a vital role in keeping the count of cohabitation and unmarried childbearing low. But with the priority shifting, the emphasis is more on career and wealth maximization. Well educated men and women are less likely to marry those who are less educated. This has largely resulted in growth of income inequality. Before 1970, there was a broad based economic pro sperity which has gradually vanished. (http://www.chicagolandmarriage.org/marriage_statistics.htm) Apart from the economic dimension, some look at the same issue with the racial dimension in mind. Childbearing out of wedlock seemed to be more among the black people than the white. However, statistics in the recent past have shown that there has been a drastic decline in such births among the black teenagers (86% to 35% per 1000) as compared to the whites (24% to 12% per 1000). Hence, class based analysis seems to be a better tool. (http://www.census.gov/population/www/socdemo/educ-attn.html) The question still lingers around as to what made the biggest impact, what is the reason for the way things are today. It is a well accepted fact that the present day situation is nothing but an outcome of the past. The number of marriages in the past may have been on the higher side, but there is no reliable statistical information on how many marriages out of those were actually doing well. People, who have spent their childhood in the shadow of a troubled marriage, most of the times, develop a fear towards getting into a serious relationship. Young people who have lived most of their lives in poverty would be of the opinion that marriage is not a commodity they can afford. Therefore, negative aspects in the past have made a negative impact now in

Community Based Correctional Program Research Proposal

Community Based Correctional Program - Research Proposal Example The program is also aimed at assessing the behavioral and psychological traits of individuals in the program, which lead them to participate in chemical abuse. 1. The first objective of the program is to provide primary counseling services for the individuals who have a chemical abuse problem (Marlowe, 2010). This objective will also focus on individualized treatment of the individuals, coupled with constant monitoring and assessment of the offenders. 2. Provide the clients in the program with a highly specialized treatment service for the period in which they are in the program. This will include a completely structured treatment and therapeutic treatment service aimed at identifying and reducing the root of the chemical abuse problem (CCP, 2012). 5. Provide other services that help in improving the chemical and psychological health of the client. These services include anger management, parenting skills, cultural, gender sensitivity, and alcoholic control (CCP, 2012). Since the program is meant to compliment the services of the state in the provision of rehabilitation services, the main clientele served by the program will be individuals who violate their paroles to a level that necessitates their return to prison (Lipton, 1999). These individuals will be mainly composed of violating parolees who are deemed to have a chemical abuse nature and must undergo drug rehabilitation. The second groups to be served by the program include offenders currently undergoing incarceration at state prisons, but are mandated by the regulators and prison boards to undergo chemical rehabilitation (Lipton, 1999). These offenders will be taken out of their prisons and kept in the program facilities. Other clients will be the offenders who are ordered by respective courts to serve chemical dependency programs prior to their release form state and government prison services (Lipton, 1999).

The Color Purple - Alice Walker Essay Example | Topics and Well Written Essays - 1500 words

The Color Purple - Alice Walker - Essay Example By the end of the book, Walker imposes the idea that the only way that women can be happy is to be independent of the perceptions of men and the way in which they relate to women. The first way in which Walker presents a boundary between men and women, in which men are not regarded as friendly, is through the point of view that is used with the father. The narrator, Celie, always refers to the men as â€Å"he† and creates a disconnection to the men that are surrounding her in the book. This combines with the perspective toward the narrator’s father, brothers and later toward the relationships that are held. There are several instances where the narrator creates a significant boundary between women and men, specifically which create men as not having a sweet spirit. For instance, in the opening chapter, Walker writes â€Å"He acts like he can’t stand me no more. Say I’m evil an always up to no good. He took my other little baby, a boy this time. But I don’t think he kilt it. I think he sold it to a man and his wife over Monticello†¦ I see him looking at my little sister. She scared. But I say I’ll take care of you. With God help† (Walker, 3). This passage is significant in the point of view from Celie. The first way in which this creates a boundary is through the use of â€Å"he† as a reference to the narrator’s father. Instead of creating an identity that is positive, loving or that can be defined; a boundary is created by the general statement used about the father. The perception then continues with the actions of the father and the statement that he believes his daughter is evil. This immediately creates a perception that Walker believes that men act with behavior that causes difficulties and boundaries for women. The point of view that is given by Celie continues throughout the book to create this same sense of boundary. For instance, most of the

Thomas becket Research Paper Example | Topics and Well Written Essays - 1000 words

Thomas becket - Research Paper Example Thomas was born December 21st, 1118 or 1120 in the family of a wealthy and prosperous merchant, a citizen of London – Gilbert Beket. The name Thomas was given to him because he was born on St. Thomas the Apostle’s day. Both Thomas’ parents were of Norman ancestry. Very little is known about Thomas’ childhood. What we do know is that his mother was a righteous and charitable woman, giving him some allowance to give to the poor. That had a great impact on him and played a key role in making him what he became in his adult life. Becket studied between the age of ten and twenty-one, most likely between 1130 and 1141. He studied in a few educational institutions, such as the Augustinian priory at Merton in Surrey, and then in one or more of the grammar schools in London. His student life was spent in Paris. He was not a particularly studious pupil. His mother was the one who encouraged him to study. In fact, when she died, he stopped his education at age of twe nty-one. Frank Barlow says about his education: Thomas’ rather sketchy education caused the biographers some difficulty. They know that, although he was extremely intelligent, he was never much of a scholar†¦ Presumably, because he became an archbishop and then a saint†¦ even if he had been an inattentive schoolboy, in ten years he must’ve gone through the whole curriculum at a modest level and acquired some knowledge of the seven liberal arts†¦ But clearly he had not mastered the subjects†¦ It is also clear that, in youth, he did not proceed beyond the basic curriculum. His legal and theological studies pertain to later periods of his life, to professions which required those special qualifications. (Barlow 21) Thomas’ father, Gilbert Beket suffered financial problems, so Thomas was forced to find a work. He first worked as a clerk for a relative, but later became the agent to Theobald, the then-current Archbishop of Canterbury. He was sent on a few important missions to Rome. He was entrusted with much, and his efficiency paid off. Theobald recommended him to King Henry II for the position of Chancellor. Becket was appointed to this position in January 1155. On this post, Becket showed his political brilliance – he razed castles, repaired the Tower of London, raised, prepared and led troops to war, conducted various diplomatic missions etc. He was completely trusted by Henry II, who, besides a loyal and faithful subject, found Thomas to be a close friend and a great companion. He aided the King in his mission to subject all power into the hands of the monarch, even when his interests were contrary to those of the church. As a Chancellor, Becket lived and traveled in luxury. This strongly contradicted with his status as Archdeacon of Canterbury. Another very serious and contradicting occurrence was the fact that he flatly refused to leave this post, even though he neglected his duties. Theobald disapproved his a ctions greatly, Becket when he was called on, did not appear before the dying Archbishop. This is another fact historians widely criticize. During this time the Gregorian reform had begun to be implemented, spreading from the Holy Roman Empire, Italy and France and started to influence English clerics as well. According to the reform, the clerical posts were appointed by free elections, an issue of free appeal to Rome was implemented, and other such changes, that made the church more independent from secular rule. Henry II

Moral Absolutes Essay Example for Free

Moral Absolutes Essay Why are Christian ethics and theology inseparable? What did Francis Schaeffer mean when he said that not all things are the same to God? Christian ethics is inseparable from theology because it is grounded in the character of God. Francis Schaeffer said that not all things are the same to God and means that God exists and has a character, but not all things are the same to him. Some things conform to His character, and some are opposed to his character. 2. What did Schaeffer conclude about a society without moral absolutes? Do we see this in society? Schaeffer concludes that if a society has no moral absolutes then there is no final appeal to judge between individuals and groups whose moral judgments conflict. There will be no standards and only conflicting opinions. 3. On what authority do Christians base their belief in moral absolutes? How specific is this authority? Christians base their beliefs in moral absolutes through the Bible. Of course, you cannot solve all moral decisions by referring to the Bible but there sufficient guidelines provided to give us a sense of what is morally right. These guidelines are the Decalogue also known as the Ten Commandments and tat is how specific the authority is. 4. Ethically speaking, what are Christians called to do? Christians are called to love the Lord with all their heart, all their soul, and with all their strength and with their entire mind and love your neighbor as yourself. 5. What did Dietrich Bonhoeffer mean by the question, â€Å"Where are the responsible people? He meant Christians, who are willing to treat God’s moral order with the same respect they show His physical order; who love God with their whole body, soul, spirit, mind and strength; who treat others as they desire to be treated. Ethics 3. 2 6. Why do Muslims view Muhammad as morally exemplary even though the Hadith does not paint a flattering portrait of his life? Muslims are conditioned to look at the whole picture through the eyes of faith. Certain things that the Prophet did do not conform to ordinary ideas of morality and may be considered sensual and cruel, but believers look at the whole thing differently. To them morality derives from the Prophet’s actions; the moral is whatever he did. Morality does not determine the Prophet’s actions, but his actions determines morality. 7. How do Christianity and Islam differ in relation to their beliefs about ethical absolutes? Christianity and Islam differ because Christianity is based on the Bible and Islam is based on the Qur’an and the Bible grounds morality in God’s essential character; the Qur’an teaches that God cannot be ultimately known. 8. In what two ways is the term jihad used? First: the battle against temptation and sin for the sake of self-control and the development of virtue; Second: the battle against any and all who oppose Islam. 9. What motivates Muslims to behave ethically? They are motivated by several fronts like: to develop personal virtue and spirituality, to better the state of others, to strengthen relationships, and to anticipate the coming judgment. 10. Which motivation is strongest? The anticipation of final judgment. Ethics 3. 3 11. What is the ultimate ethical question for a Secular Humanist? What questions did Morris B. Storer outline in his book Humanist Ethics? The ultimate ethical question for a Secular Humanist is Can morality be achieved without the foundation of absolute religious beliefs? Who makes the rules, God or men? Morris B. Storer outlined: Is personal advantage the measure of right and wrong or the advantage of all affected? Is there truth in ethics? Are right and wrong expressions of heart or head? Do people have free wills? Do you measure morality by results or by principles? Do people have duties as well as rights? 12. Why are there such diverse views and conflicts regarding humanistic ethics? There are diverse views and conflicts because there is a lack of consensus about the foundation of ethics and that is problematic for the whole concept of Humanistic ethics. 13. Who proposed the â€Å"no-truth thesis† and what does it state? Kai Nelson and it states that no question of the truth or falsity of moral values can sensibly arise. 14. How do most humanists attempt to dodge the â€Å"no-truth thesis†? How does Corliss Lamont address this issue? They attempt to doge it by claiming that they use reason to determine right and wrong in the context of ethical relativism. Lamont addresses the issue with optimism stating that as long as we pursue activities that are healthy, socially useful and in accordance with reason, pleasure and happiness will accompany us and the supreme good will the eventual result. 15. What did Arthur E. Gravatt, Joseph Fletcher, Herbert W. Schneider, and Paul Kurtz have to say about Ethics? Dr. Arthur E. Gravatt: Moral behavior may differ from situation to situation. Behavior might be moral for one person and not another or moral at one time and not another. Joseph Fletcher: Rights and wrongs are determined by objective facts or circumstances, that is, by the situations in which moral agents have to decide for the most beneficial course open to choice. Herbert W. Schneider: Morality is â€Å"an experimental art† and is the â€Å"basic art of living well together. † Moral right and wrong must therefore be conceived in terms of moral standards generated in a particular society. Paul Kurtz: Moral principles should be treated as hypotheses, tested by their practical worth and judged by what they cause to happen. Ethics 3. 4 16. How did Karl Marx and Friedrich Engels view the issue of morality? Marx and Engels denied that moral ideals, moral considerations, are central in human life and social evolution. Rather, it is biological and social evolution that determines their definition of morality. What is right and wrong is determined by what is best for evolution. 17. What is the Marxist-Leninist morality of the future? How will it be determined? Their morality of the future is when the proletariat finally destroys the bourgeoisie. The new classless society will determine the new morality, just as this evolution toward a classless society is dictating today’s morality. 18. What is the Marxist-Leninist view of â€Å"old morality?They view old morality as products of the bourgeoisie invented and used by the propertied class to oppress the propertyless proletariat. 19. What is the Marxist code of ethics according to the book Scientific Communism? â€Å"Devotion to the cause of the working class, collectivism, mutual aid, comradely solidarity, hatred toward the bourgeois ie and toward traitors to the common cause, internationalism, and stoicism in struggle are traits which not only define the content of proletarian ethics, but also characterize the moral image of the typical representatives of the working class. 20. What means have Marxists historically believed would bring about a society without class distinction? What have been the results of such an ethical system? They believe that revolution is the most efficient means for creating a society without class distinctions. This system is responsible for 83 million deaths between 1917 and 1964. But from a Marxist-Leninist point of view, it is worth the price if people die to abolish social classes and private property.

Responsibility of Health Promotion in Nursing

Responsibility of Health Promotion in Nursing Health promotion as defined by World Health Organization is â€Å"a health strategy that aims to incorporate skills and community development and to create supportive environment for health, endeavors to build healthy public policy and looks at re-orienting health services. (WHO, 1986). Health promotion is strongly rooted in a social philosophy that attributed the etiology of ill health to adverse social conditions rather than medical care. Both theoretically and practically, health promotion has been found wanting in addressing equity and social justice concerns. Also, structurally and traditionally, the formal health system often produces major obstacles to meaningful involvement in health promotion and community empowerment activities. The communities do not have the interest and the capacity to make any tangible contribution to community participation even if they are willing to do so but the basic concepts of health promotion which have their root in ancient civilization has be en developed in the last two decades. The purpose of health education is to strengthen the skills and capabilities of individuals to take action, and the groups or communities to act collectively to take control over the determinants of health bringing about positive change It serves as essential guide in addressing the major health challenges encountered by developing and developed nations including communicable diseases and issues associated with human development and health enabling people to take action either as individuals or groups. Also, it is an avenue to encourage individuals to take preventive measures in averting worsening of an illness or disease and to adopt healthier lifestyles. Health promotion programs have proven to be an effective tool in slowing the growth of healthcare costs and reducing chance of suffering from disease and creating supportive environments for health backed by healthy public policy. (Bennett, Perry Lawrence, 2009). The responsibility of a nurse in health promotion and education is considered as a major factor by numerous researchers and policy initiatives from the government to promote health, understanding that health promotion is essential. In the three journal articles selected for review from the GCU Library which incorporates the three levels of health promotion namely; primary, secondary, and tertiary, the nursing responsibilities were described to include; educating and helping people obtain skills to maintain their health, making efforts to better understand the patients and their conditions in order to provide effective care because mutual understanding between a practitioner and patient is the key to giving quality care. The nurses must have an evidence-based knowledge of the significant effect that can be made through health promotion interventions and communicate this understanding to the community at large. As more people grow in their awareness of activities that lead to good heal th and become knowledgeable about their own health status, the health of their families, the overall health of the population will improve. Knowing that health promotion encompasses a broader spectrum and include social and political interventions that could provide change to services and policies in the community promoting social responsibility for health, nursing roles and responsibilities have evolved in health promotion by allowing nurses to promote health in diverse settings like homes, schools, prison, general practice and workplace contrary to the past when it was limited to hospital settings only. (Watson, 2008). The implementation of health promotion starts from setting priority , assessing needs and program planning stages, according to the journal article reviewed from GCU Library, the topic being; â€Å"Collaboration between primary and secondary/tertiary services in oral health†, the process includes: capturing high level support by re-orienting health services , building links with primary care and reducing inequality, creating health promotion team in a way that individuals will have a role and more innovative ideas, workforce development, developing health promotion policy, collecting data that will drive the health promotion initiatives, helping to assess health interest and risks thereby helping to guide the kind of health program to offer, choosing appropriate health promotion initiatives that flow nationally from data so as to address the prevailing risk factors of the people, crafting annual health promotion so as to promote continuity, giving encouragement opportunities a nd rewards, maintaining leadership and innovation, communicating with everyone involved in the program throughout, monitoring regularly and consistently evaluating the outcomes. The process of executing the program must include; education of the nursing staff, education of the patients and family, screening, individual risk factor assessment and immunization, social marketing and health information, health education and skill development, community action. Settings and supportive environments, Health education is an important factor of health promotion. As described by Naidoo and Wills (2000), the three levels of health education are: Primary prevention which is health promotion activities that prevent disease. For example immunization, it’s a holistic idea of positive health that encourages the achievement and maintenance of a suitable level of health which enables every individual to lead a productive life both socially and economically. Secondary prevention aims at shortening episode of illness or disease by hindering the progression of ill health through prompt diagnosis and treatment limiting disability. An example is screening also known as† health maintenance†. It is the domain of clinical medicine. It is more expensive and less effective than primary prevention. Tertiary prevention help limit complications related to a disease or a state after it has been developed by minimizing suffering caused by existing departure from good health and promote the patients adjustment to irreversible conditions such as cardiac rehabilitation. In line with the literature review from the GCU Library journal article, I agree with the fact that approach to health promotion should be the one that demonstrate a range of values and beliefs that are commonly held because an individual’s approach will be influenced by their own beliefs and that of the profession they represent. According to Ewles and Simnett (2003), these approaches include medical approach, beviour change approach, educational approach, e empowerment approach, and social change approach. In conclusion, According to Ewles and Simnett(2003), theses approaches includes behavior change, medical, educational, empowerment and social change. When relating it to the literature review from the GCU library journal article approach towards health promotion should be the main focus because it reveals a range of values and beliefs that are commonly held based on an individual’s approach or believe and the profession they represent. References; Edelman, C. Mandle. C. L. (2010). Health promotion throughout the life span (7th ed.). . St Louis: Mosby Naidoo J, Wills J (2000) Health Promotion) Foundations for Practice (2nn ed) Edinburgh. Watson M (2008) the health promotion general practices. Quality in primary care 16.  3, 177-185 Ewles L, Simnett I (2003) Promoting Health A Practical Guide. (5th Ed). Edinburgh. www.healthvicgo.au; steps in health promotion. Jan 25, 2011. Retrieved on 12/18/2011 WHO, Ottawa chapter of Health promotion .Geneva WHO, 1986. Article published.  Online, Oxford Express, 2011. Bennett . C, Perry J. Lawrence Z (2009) Nursing standard. 2009 Jul 29. Journal- Health  Promotion. CINAHL Database. Collins, Fair N. Dickinson. A .Peacock. K. Primary health care (2009). Feb 19. Collaboration between primary and secondary/tertiary services in oral health.

Teaching Experiences And Observations From School Placements Education Essay

Teaching Experiences And Observations From School Placements Education Essay Part 1 As described by Learning Teaching Scotland (LTS), the Assessment is for Learning programme is made up of three forms of assessment; Assessment as Learning, which involves learning about how to learn Assessment for Learning which involves continuously using assessment to support classroom learning and teaching in order for pupils to progress effectively and is a formative approach, and Assessment of Learning (AoL) which involves assessing pupils at the end of a topic or course to find out what learning has or has not taken place. It is a summative approach which ultimately uses grading to provide data and make judgements about the learner and the school. LTS represent these forms of assessment as a triangle which also shows the relationship between the curriculum, learning and teaching and assessment. AfL represents a change in the traditional model of school assessment, which previously has been the idea that the only desirable outcome form education was the achievement of top grades (summative assessment). Modern approaches such as AfL aims to encourage pupils to learn in a deep, constructivist manner (Cohen et al., 2004, p300) and not merely surface learning which occurs when teaching to the test (Bryce, 2009 Lecture ). The Assessment is for Learning programme is essentially trying to get teachers to do less AoL and more AfL (Bryce, 2011 Lecture). LTS have based this idea upon the work of Paul Black and Dylan Wiliam. They documented their research on formative assessment in Inside the Black Box (London: Kings College, 1998). In this paper, the authors describe formative assessment as: activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (Pe 8) From this it can be understood that formative assessment involves the teacher and the pupil interpreting their teaching and learning and providing feedback to one another. This feedback is then used as an indication as to how to proceed with the lesson or how to improve on previous work and learning. Therefore, assessment is not just about how well the pupils DID, it is about how they ARE doing and how to improve further. I will now discuss examples from my own teaching experiences and observations from my placement school where AfL and successful teaching approaches were very much embedded into the lessons of all year groups. During both placements, I observed several teachers sharing the learning objectives with the class using the We Are Learning To method. I observed that this method was commonly used with S1 and S2 classes and less frequently S3 upwards. I implemented this method into all my classes, from 1st to 4th year, and although this method does not appear to be an effective assessment tool as the outcomes are being introduced before any teaching has taken place, by referring to the outcomes during and at the end of the lesson ensures that both teacher and pupil are clear that the learning journey is on the right track (Simpson, 2006, p64). Therefore, teachers are challenged to constantly assess whether the pupils have learnt the intended objectives. By referring to the objectives at the end and asking pupils to what they felt they had achieved or learnt helped me to assess whether the objectives I had written up were in fact achievable, whether the lesson activities helped to meet the objective s or were too numerous, as I had been over optimistic in what I aimed to achieve in a lesson. Reflection and evaluating my teaching is vital to ensure that appropriate and effective learning is taking place at all times. Kerry (2004) supports this idea: Master teachers share learning outcomes to assess whether the learning journey is on the right track and whether it is on target to reach its destination (p100) By referring to the objectives at the end of the lesson, also helped me to gauge the learning of my pupils and check for areas of difficulty because in my experience pupils who understood the lesson could relate this to the learning objective and likewise, pupils who did not understand key areas could relate this to the outcome they could not meet. Asking for pupil feedback not only allowed me to assess their learning but helped me with planning for the next lesson and its starter, because in some cases I had to go over certain key points again. An example of this was where pupils fed back to me that they did not understand what the term niche meant. This was a learning objective, thus next lesson, I went over the term again, and provided further examples but also asked them to carry out a matching exercise requiring to match the niche with the organism. When I got feedback from the class again they were all able to successfully state the definition of niche. I would revisit the LOs at the end of the lesson, followed by a question and answer session involving all pupils, however, I didnt always have as much time as I needed for the QA, so I used a method I observed other teachers use, which was request feedback from the class by asking them to write down anything they were unsure about or did not understand as well as what they had learnt, on a post-it-note and stick it on the board before leaving. Other forms of effective feedback I observed included the thumbs method in which thumbs were raised if pupils were happy with the work; thumbs were halfway showing slight concern and thumbs were fully down if the pupil was struggling. By asking the entire class to do this the teacher was able to evaluate the progress of the whole class and if there were problems they were dealt with then, during that lesson. I also observed the use of and used myself mini whiteboards as a method of whole class evaluation. I found it invaluable, not just for a change in pupil activity but as a useful assessment tool and also an effective method of getting the whole class to answer as opposed to a dominate few. During this placement, I carried out formative marking of homework with all my classes, using comments only. Ian smith (2003) states: Marks with comments do not enable students to improve, yet comments on their own do This suggests that when pupils are presented with both marks and comments pupils will focus solely on the marks regardless of whether the mark was good or poor, thus ignoring the information that will help them improve. Black and Harrison (2004) suggest that the type of feedback provided must be beneficial to pupils and enable them to move forward thus the 2 stars and a wish method was used to highlight areas that where the pupils had done (positive reinforcement) and any area that could be improved upon and how this could be improved upon (next steps and targets). Although I told the classes to read their feedback or answer any questions I had left, when I took the jotters in to mark the next piece of homework, not all the pupils had completed the previous works questions or found the answers to questions they had missed out. I think one of the reasons for this is that when I handed back the jotters, most pupils put them away, I should have given the pupils time in class to read the comments and if they had any questions they had the opportunity to ask. Part 2 In this section, I will first discuss the conflict between formative assessment (AfL) and summative assessment (AoL). I will then discuss how grades can be used constructively within schools based upon observations and school experience. Summative assessment and the giving of grades have always had a dominant role in the education system, particularly in the upper school. In fact, such assessment has been derogatively termed Assessment is for Grades (Bryce, 2008, pg 581) indicating as mentioned in section one, that there is a common view that the only worthwhile outcome of school is good grades. This contrasts greatly with the view of Black and Wiliam who wish to move away from grades and use the formative approach of comments only feedback. The authors state in Inside the Black Box (London: Kings College, 1998) that the giving of marks and the grading functions are over emphasised, while the giving of useful advice and the learning function are under-emphasised. The educational research and literature have shown the benefits of formative assessment, such as promoting deeper learning for all pupils through good quality interactions and feedback on how best to improve. This is not the case however, when grades and summative assessment is used. Wiliam (2008) argues that when pupils do a piece of work, the teacher marks it and if that piece of work gets an A, the pupil gets to keep that grade A even if they subsequently forget everything they ever knew about that topic. The effect of this attitude and teachers only teaching to the test encourages a very shallow approach to the curriculum where teachers and students skate across the surface and everyone feels good because of the grade achieved, however, the pupil does not accumulate any knowledge. This type of pupil attitude was seen frequently on placement from 1st years having sat their end of topic to tests, to 3rd years having sat their Unit 1 NAB. There were some pupils in each of these classes and the first thing they did was look at their mark and sighed with relief because they had passed. This was particularly evident in the 2 3rd year classes who had just sat their NABs. I found some pupils were happy with the pass and did not care about where they went wrong because they passed. It is this mentality of the grade is what is important that must be changed. Using a formative approach gets pupils to take responsibility for their learning and to want to better their knowledge as opposed to just scrape by. Wiliam (1998) has defended the use of comments marking and interestingly though, pupils who just sat a test, NAB or their 4th year prelim, because only grades were given back to pupils, most enquired as to why certain marks were not given, or what exactly was wrong with the answer they wrote down. This highlighted to me, the importance of comments, because there will be some pupils who rely on the feedback to improve, but the challenge is to get all pupils to want to learn how to improve. Additionally, I also observed grades and final marks de-motivate pupils. Once pupils got their results, they immediately compared marks with each other. For those pupils who had failed their NAB or test, instant disappointment and this is another problem with summative assessment. Low ability pupils and pupils who frequently receive low marks expect and face constant disappointment when they get their results back. Pupils, who have often experienced failure, will not expose themselves to any further failure. Therefore, they do not possess the will to succeed and do well, consequently affecting their progress in school (Kyriacou, 2001). Furthermore, summative assessments are not wholly reliable as I believe them to be a snapshot of how students performed on the day in an exam or test and does not fully reflect overall student progress and performance. The grades achieved are over-interpreted by parents too who, from observations made whilst sitting in on parents evening, solely focus on the grade as opposed to pupil development. Parents of S2 pupils were consistently asking what level their child would be sitting in 3rd and 4th year and in some cases argued that Intermediate 1 was not appropriate and they wanted their child to sit intermediate 2, even though the pupils in question were happy to be sitting Int 1 because they struggled with science. Schools are constantly being compared with each other in league tables, and the media and the government can easily make their comparisons and produce literature based on summative assessment forms. This is more difficult to do with other forms of assessment. Summative assessments can produce data which is relied upon by employers and other educational institutes to see what skills pupils have developed; thus showing that grades and results will be an integral part of the school system. Although I think that there are problems with grading, mainly the effect on pupil attitude and motivation, I do not believe summative assessments should be abolished. AfL promotes the development of learning I think after the hard work in classes where pupils have recognised their strengths and weaknesses and tried to improve, they should have the right to gain a recognised qualification. Despite the negative views on grading and summative assessment I believe it can be used constructively and in a formative role to promote wider and deeper learning. Whilst on placement I observed an innovative approach to going through prelims with senior classes. The teacher I observed used an approach which I imitated with one of my own classes. The teacher asked the pupils to work in pairs and on the mini whiteboards create a marking scheme for section A (multiple choice). Effectively, the pupils were re-doing the prelim, but they had the opportunity to discuss and learn from one another before marking their efforts using the marking scheme. The next lesson the teacher split the class into groups. Each table had a set of questions from section B of the prelim and they had to work together to create another marking scheme for the specific questions, before rotating round to the next table and working through those questions. Once pupils had completed all the questions, the teacher went through the answers, and groups marked their efforts. When I questioned the class, they all told me they knew where they had gone wrong in the prelim and they knew what mistakes not to make again. The peer support helped them feel more confident as they discussed how they interpreted the questions as well as compared methods and answers. Typically with a test or prelim, the teacher would go through each question and give the answers, but this simply bores and de-motivates the pupils. However, this class teacher had turned a summative assessment into a real active learning opportunity for the pupils. There is clearly some overlap between the 2 forms of assessment as it is AfL which will, in effect, help pupils to achieve better grades when AoL takes place. Thus, finding a balance between the approaches, mainly using summative assessment formatively, can be an effective tool for developing successful learners. Part 3a Within section 3a I shall identify some of the positive features of the Standard Grade and Intermediate courses, as well as indicate the differences in assessment structure between the 2 courses. Standard Grades (SG) replaced Ordinary Grades in the 1980s after the school leaving age was raised to 16. It was felt that Ordinary grades were only suitable for 30% of the school population, thus SGs were proposed to help meet the needs of those pupils now required to stay in school (Bryce, 2008). Simpson (2006) states: The introduction of Standard Grades led to a much bigger proportion of the cohort than previously, gaining qualifications and in a wider range of subjects. This shows that SGs fulfilled their intended purpose, providing a course that was achievable for all. One reason for this is the advantage of having three SG levels, thus accommodating all levels of ability. More able pupils can be pushed, whilst less able pupils have material they can cope with but also have an opportunity to achieve the higher of the two levels, since SG candidates are represented at two levels, Credit/General or General/Foundation, thus providing a good motivator. This aspect contrasts greatly with Intermediate courses, since pupils doing Intermediate 1/2 are all the same level, and this can lead to classes with a wide range of abilities. This was evident in my placement school, where S3 and S4 pupils sat Intermediate courses. The mixed level of ability was diverse and also caused concern since any pupil who was not coping could not simply be placed down a level because the Intermediate 1 and Intermediate 2 courses were very different in Biology. Thus, teachers had to determine what was best for the pupil whether it was a case of maturity, or risk pupils being put in Intermediate 1, and them having to catch up a years worth of work. Furthermore, SGs are always taught over 2 years. Thus providing both teachers and pupils enough time to fully comprehend the topic and focus more on learning rather than assessment. Schools which run SG courses mean that the Intermediate courses are taught over one year and as seen in my first placement school, there is added pressure for the teacher to get through the required material, thus learning and teaching opportunities may missed due to time constraints. Additionally, there is more chance of teachers teaching to the test. In my second placement however, as the Intermediate 2 courses ran the same length as SG courses, I observed that the extra time was highly beneficial and likewise, allowed for more creative and active lessons, as well as AfL approaches. The assessment of the 2 courses is very different also. SGs are externally assessed, although some subjects like English require a portfolio which contributes to the grade. Intermediate courses however, are both internally and externally assessed, and are very similar in structure to Higher Still, thus enabling continuity when pupils move on. Pupils are required to sit National Assessment Banks (NAB) at the end of every section in the course. This can be stressful for pupils as they are sitting several Intermediates, so will have to sit several NABs and can have the feeling of being NABd to death (Bryce, 2011). Teachers also have an increased workload and paperwork with quality marking of the NABs. The increase in assessment in Intermediates can also de-motivate pupils should they fail, but also because NABs are pitched at level C so depending on their mark they may feel apprehensive about the exams. However, there is an opportunity to re-assess pupils, since NABs can be re-sat. In additional to differences in internal assessment, the external assessment of both courses are very different and distinct advantages. As mentioned, the SG candidates have the opportunity to sit two levels, thus aim for the higher of the two, however, this means that SG pupils will be sitting at least 16 exams. This can cause a lot of pressure for pupils. Whereas, for Intermediate courses there is only 1 exam per subject, thus this can encourage pupils to do the best that they can as it is one opportunity. With SG, pupils have a safety net with the lower level; however, Intermediate pupils dont have that. Instead if pupils do fail, they will have their NABs recognised by the SQA. The last difference in terms of assessment is the grading of each course. Intermediate grading system of A-C has no limit for pupils, where as SG grading system is 1-7 and pupils sitting General/Foundation are limited in their possible grade, as the highest they can achieve is a 3. Part 3b At the moment pupils taking 8 SGs currently sit more than 20 hours of examinations, which exceed most universities Honours diet of examinations (Souter, 2008, pg 445). Thus, the argument that current school pupils are being over-assessed is well understood. A CfE aims to address this issue with the proposed National 4 and National 5 qualifications. The focus on these assessments is to promote greater breadth and depth of learning, including a greater focus on the secure development of skills and knowledge (LTS, 2011) Although CfE has been implemented officially in schools this year, with the current S1; these new qualifications will not be sat until session 2013/14. National 4 is based at SCQF level 4 and will replace Intermediate 1 and general level SG, whilst National 5 is based at SCQF level 5 and will replace Intermediate 2 and credit level SG. However, the main development of these new qualifications is that national 4 will be internally assessed by schools Teachers will continually assess pupils through coursework and at the end of the course, pupils will be awarded either a pass or a fail. National 5 on the other hand will be both internally assessed by the school, but also externally assessed by the SQA at the end of the course. For pupils, the National 4 strategy will ease the pressure and stress which accumulates with exams. However, for teachers and schools alike, there will be a definite increase in the workload for both all qualifications, not only in marking but by creating assessments. All internal assessments must be valid in that the tests must assess what is supposed to be tested and is a fair representation of pupils knowledge, skills and abilities. Assessments must also be reliable in that they must be consistent in marking and of standards. (Cohen et al., 2004, pg 331335). Currently, 13,500 of the 58,500 (23%) total school population leave school with qualifications at the time pupils will have sat their National 4 level assessment. Therefore, although by no means a majority, this number of pupils will leave school at this time without ever having sat an externally assessed exam. As well as this, the government will have to provide sufficient and adequate information on the new qualifications for both employers and parents. With just a pass or fail, employers may not rely on the National 4 and will need further evidence to show how well pupils actually did. School reports or portfolios of coursework and assessments for pupils may need to be provided; again this will add to the ever-increasing workload of teachers. Furthermore, parents will need to be both fully onboard with the new qualifications and understand their purpose. Intermediates have been in place in school for several years, yet during parents evening I observed many parents still seeking clarification as to what these qualifications actually are and asking for comparisons compared to O Grades and GCSEs. Thus information for parents is vital, not only so that they are aware of the changes that their children will face but also so that they too can support them at home. Regular feedback and reports of pupil progress will have to be given to parents, throughout National 4 and 5 courses. Although the new proposals will reduce the assessment burdens for pupils considerably and provide opportunities for deeper more meaningful learning, I believe that teachers will need to be properly supported throughout the introduction of these qualifications. Thus, they can then focus on creating effective learning and teaching experiences which will develop the skills and abilities of all their pupils, so that they can leave school as effective contributors, successful learners, confident individuals and responsible citizens. Word Count: 3,873

The Virgin Mary Statue :: Personal Narrative Writing

The Virgin Mary Statue Kindergarten through fourth grade was absolutely beautiful. We all sat together at lunch, played tag together on the playground, laughed and listened to the teachers together in class. Then fifth grade rolled around, and all my friends started to evolve, and for the worse as I saw it. We all started noticing things that we weren’t aware of before. We used to be like a bunch of happy naked babies, absolutely oblivious to the fact that we were all unclothed and different from one another. Then, some of us took the role of Eve; we became seduced into eating the forbidden apple and offered it to our friends. We started realizing that despite the fact that we were all wearing the same black plaid uniforms, our skin colors differed. We all acted differently too. Some of us had accents, others didn’t. Some girls had long hair, others had bob cuts. Some wore glasses and had skirts that went past their knees; others had perfect vision and had their skirts h iked up to show as much leg as possible. As I said, we were all becoming aware of these things. Whether it be in fifth grade ,earlier, or after, we all have these moments of â€Å"revelation† and we start to interpret our surroundings in a different way. For me, after fifth grade, my surroundings were changing all the time. Formation of â€Å"cliques† had officially started. The word â€Å"cool† was being redefined almost every month. With these new definitions came new friends and ex-friends. I recall watching girls in the â€Å"popular† group playing a game of running behind the Virgin Mary statue whenever they saw someone they didn’t like entering the playground. It was a way of letting the unwanted girl know where she stood with the â€Å"clique.†As embarrassing as this is to admit, I used to be one of those girls who ran towards the Virgin Mary statue as if there was some reward there awaiting me. But there was no treasure there. And even if I did find some comfort in being part of the â€Å"clique† that day, the fol lowing day I had become a victim of the same cruel game I was in part responsible for.

Therapeutic Benefits of Stem Cells Essay -- Science Health Technology

Therapeutic Benefits of Stem Cells A stem cell is a cell which can differentiate into any other type of cell in the body. It can become a blood cell, a liver cell, or even a nerve cell. The only problem with stem cells is that they can only be found in the bone marrow of living humans or the gonadal tissue of developing fetuses. There are many people who believe that stem cells are the miracle cure for cancer, Parkinson’s, and many other terminal diseases, but there are large groups of people opposed to the use of stem cells because of the means by which they are attained. This debate will go on indefinitely, because there are prodigious amounts of support for both sides of the issue. The many benefits of stem cells out weigh the ethical issues behind the retrieval methods. There are many diseases that can be cured with stem cells. Lou Gehrig’s disease is a disorder in which the â€Å"nerve cells which operate muscles degrade over time† (Langreth, 2001). There is no certain cure for the disease, but â€Å"embryonic stem cells have been known to differentiate into motor neurons† (Langreth, 2001). The fact that stem cells can become motor neurons is astonishing because they can lead to a cure for Lou Gehrig’s disease. The possibility of curing this disease has many positive implications. Before, anyone who developed this condition was labeled as â€Å"dead† because there was no possibility of curing the disorder. The fact that we have a chance to cure this disease through the use of stem cells gives the people who suffer from the disease a glimmer of hope that they can be cured. Another disease which can possibly be cured through the use of stem cells is X-SCID. X-SCID is an X-linked immunodeficiency that is genet ically inherited... ...5F0+ds+%5Fs%5F0+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBVB00236207+sm+KS+ss+SO+C061&cf=1&fn=1&rn=1&+KS+so+b+ss+SO+C495&cf=1&fn=311&rn=319 4. Langreth, Robert. Daring to Live. Retrieved March 25, 2003 from http://web13.epnet.com/citation.asp?tb=1&_ug=dbs+0+ln+en%2Dus+sid+EEDE302C%2DD4AF%2D4AE5%2D8E99%2D32B074FDD225%40sessionmgr3%2Dsessionmgr4+2762&_up=dba+aphdeh+st+alpha+43DB&_us=bs+ALS++AND++stem++cells+ds+ALS++AND++stem++cells+dstb+KS+hd+0+hs+0+or+Date+ri+KAAACBVB00282442+sm+KS+so+b+ss+SO+1F99&cf=1&fn=1&rn=1& 5. FDA Consumer. Temporary Halt on Gene Therapy Trials. Retrieved March 25, 2003 from http://web13.epnet.com/citation.asp?tb=1&_ug=dbs+0+ln+en%2Dus+sid+EEDE302C%2DD4AF%2D4AE5%2D8E99%2D32B074FDD225%40sessionmgr3%2Dsessionmgr4+2762&_us=bs+X%2DSCID+ds+X%2DSCID+dstb+KS+gl+%5Fs%5F8+hd+0+hs+0+or+Date+ri+KAAACBVB00282749+sm+KS+so+b+ss+SO+CBEE&cf=1&fn=1&rn=1&

What is postmodernism?

Modernity and postmodernism are terms used to describe different eras in the development of human societies. It is different from most sociological perspectives in that it has no over arching theory. Some think that western societies have moved from an era of modernity to post modernity, but others do not agree. The debate between modernity and postmodernism tends to be about to what extent society has changed, and so which theoretical approach is the most appropriate. Modernism began as a way of describing the ideas that emerged during the decline of medieval society. There were three main elements modernism, economic, political and cultural. Modernist thinking supports the idea that the purpose of learning is to better the human condition. Postmodernism opposes each of the assumptions of modernism. They say there is no such thing as valid or invalid knowledge, they see knowledge as a form of control rather then liberation and that grand theories are inadmissible. Postmodernism began to have a significant effect on sociology in the 1980's. Most postmodernists believe that conventional approaches are no longer relevant to sociology, and must be discarded, approaches such as Marxism, functionalism and feminism they claim, were useful in explaining how society operated in previous eras but are no longer relevant to today's society. Modern theorists such as Durkhiem and Weber claim to be able to provide a comprehensive and definitive theory of society. Post modernists claim that this is not possible. Postmodernists claim that enlightenment has been abandoned in contemporary society. They claim people no longer believe in the inevitability of progress and the capacity of science to explain all. People are more pessimistic and no longer believe that grand theories such as Marxism and functionalism are able to explain society. There is now a much wider set of beliefs. French postmodernist writer Jean-Francois Lyotard argues that post-industrial society and so post-modern culture began to develop at the end to of the 1950's, although the rate of development varies between countries. Lyotard agrees that the advance of postmodernism undermines metanarratives of social progress, and people no longer believe that reason can conquer superstition. Lyotard's explanation of how postmodernism has come about is somewhat vague, although he seems to attribute most importance to technology. He believes postmodernism rest upon the â€Å"miniaturisation and commercialisation† of machines. Computer technology has become the principal force of production. He claims that post-modern society is founded on the production and exchange of knowledge and predicts that future wars will be about the control of knowledge as opposed to territorial disputes. It has been suggested that Lyotard's theory sounds very similar to a Marxist criticism of capitalism, but postmodernism offers the possibility of tolerance, in which humans are not all corrupted by metanarratives. However critics have pointed out that wile Lyotard repeatedly critic's metanarratives in his theory he himself has huge generalisations about the direction of human development. He also provides little evidence to support his theory. Marxist critic Terry Eagelton has pointed out that Lyotard's key concept in the development in human society is technical language, and he says this is nothing more than a justification for capitalism and the pursuit of profit regardless of human consequence. Jean Baudrillard is also regarded as a post-modern theorist. Like Lyotard he sees societies as having entered a new and distinctive phase. Unlike Lyotard, and indeed most postmodernists he is rather pessimistic about the outcome of these changes. Baudrillard argues that society is no longer based production and economic forces involving material goods (in direct contradiction of Marxism). He says they have been replaced by the buying and selling of signs and images, which have no relation to material reality. To him society is based upon production and exchange of free-floating images that have little or no connection to what they actually represent. Baudrillard differs from Lyotard in that he sees humans as trapped in a type of powerless uniformity and not being liberated by diversity. He too is vague in explaining how exactly postmodernism has come about. Unlike Lyotard he attaches significance to the television and mass media as an important factor. Critics have argued however that Baudrillards writing is very abstract. It offers examples to illustrate arguments and no systematic evidence. It has been suggested that Baudrillard was so immersed in his theory that to some extent he lost his grip on reality, as in later work he went on to suggest that the gulf war did not exist, but was just a series of images produced by the media, with no evidence that they were real. One of the most inflection sociologists to reject the claims of postmodernism is Anthony Giddens. He does not accept that enlightenment thinking must be abandoned and that metanarratives no longer have a place. He believes postmodernity may develop in the future but unlike sociologist such as David Harvey he does not accept that we have entered an era of post modernity. He does however think that significant changes have taken place within modernity and claims that we are in a period of late modernity. He says that when we move into an era of post modernity there will be four main institutional structures present in society. These are, multi-layered democratic participation, demilitarisation, and humanisation of technology, post scarcity system. He does admit that his idea of a post modern society is a rather idyllic one, as it is hard to imagine richer countries sharing their wealth with poorer countries for example, but is willing to except it may happen in the future. His theory is backed up only by occasional example rather than systematic evidence, however it remains the main opposition to post modernism theories. The main criticism of postmodernism is that it is paradoxical. How can you have a general theory that argues that general theories are no longer relevant? However many consider postmodernism to be an important area of sociology even if they do not believe society has yet reached that stage in development.

Catholic Baptism

romish universality relates itself to broader and more dominant holiness of Chrisitinity. They sh atomic number 18 a great(p) subprogram of similarities in terms of biblical references(Contender Ministries, 2005). From the innocuous sentimention of Mary to the trinitarian belief. They share the immortal of Jesus messiah who died on the cut through and was resurrected after terzetto days. Its hi storey started with cocksucker the Apostle. world the rock where Jesus Christ appointed his church, Peter along with the other(a)(a) apostles started their ministries and traveled around Europe and to other continents to spread the Word of God and heart of Jesus Christ(Religion Facts).From then on the participation of a pope became a indispensability in the survival of the church. Peter macrocosmness the first pope and considered as the ghost wish heir to the leaders of Jesus, Catholics subject themselves in its ruling. The pope administers and heads a hierarchy of uneart hly leaders from the lowest parish priests to cardinals. Also, the crusades have contributed greatly in the espousal of the Catholic church around Europe. Almost all of the beliefs of the Catholic church is similar to the beliefs of other varieties of Christianity.Being based from a central bible, it travel alongs the teachings of prophets, apostles, and disciples. Also, the concept of a single god with three personas, the Father, the Son, and the Holy Spirit, and Jesus Christ as both divine and human are divided among Catholics. Examples of distinctive beliefs are the leadership of the pope, the existence of purgatory in afterlife, and transubstantiation or the use of bread to represent the remains of Christ (Religion Facts). Also, catholics venerate saints as intermediaries to their prayers to God.Catholics fill in their Eucharistic celebration called plug. The mass is usually held weekly, specifically on Sundays, to tape the gospels and teachings of Christ. It constitutes gospel readings, a homily or sermon, utterance of certain prayers like The Lords Prayer, songs, sacrifices, and communion. Communion symbolizes the last supper where Christ shared bread and wine to His apostles. The structure of a Catholic Church is patterned from that of St. Peters Bassilica. It has a large facade that resembles a large altar due to the presence of infernal region statues of saints.Inside it has a dome over the altar where the ceremonies are beingness held. Churches alike commonly have a grot in veneration of Marys apparition in Lourdes, France (Queen of Peace Productions). Similar to other varieties of Christianity, Catholicism practices baptism. Baptism is included in the seven sacraments they follow to attain eternal salvation(Contender Ministries, 2005). The practice originated from the story in the bible where the Apostle John poured piddle on Jesus. It is believed that through baptism we are cleansed of our veritable sin and are now incur to the chr uch of God.In baptism, a person is being poured with holy water over a large basin under the preindication of the cross. This marks the acceptance of the person being baptize to the church of Christ. Before the person is poured with water, the presiding priest asked the people present to resign the devil and the sins accompanying it and follow the teachings of God. On this respect they show their rejection of evil and thusly cleanses them particularly the person being baptise from their original sins (Cathechism of the Catholic Church).Also, the utterance of the Apostles reliance is done for this purpose. The person being baptised wears white clothes to signify his acceptance of Christ. The whole ceremony is very solemn, though there were jokes on the number of guests which find the godparents of the person being baptised. there life of oneness is present among the attendants. The ceremony suggests a feeling of relief for the person being baptised, because again another pers on is introduced to a religion with its moral and spiritual teachings.

England In the years 1067-1075 Essay

a) How far do these descents incite the view expressed in com handscement genius that, in the days 1067-1075, William had favoured expiation in his attempts to establish peace in Eng democracy?The view of William I favoring conciliation in his attempts to establish peace, to a certain accomplishment, do agree with a number of the reference books. This is exactly to a degree due to steadyts that occurred among the years 1067 and 1075 that pushed William into to a greater extent brutal and fierce methods of subduing the side of meat and securing his billet oer Eng cut down. stocks that do agree with William I using com make up procedures to establish peace are sources trinity most and four. Both sources to a broad finale agree with the initiative source. artificial lake three depicts how appeasement established say-so. The source describes the naval and land levies, proving that William favoured conciliation. William had teeming imprecate with the incline to tr eat them to war with him, and that they would non mutiny. This trust can be linked with source four William felt strong enough to leave England in the hands of William fitz Osbern and go to Normandy. However, did the side re in exclusivelyy save a choice? With the erection of fortresss, the physical exercise of cavalry, and Norman landh emeritusers, the English may have been oblige to fight for him there is little mentality of the events or former(a)s onwards or afterward.Source four ein truthplacely agrees, for by emerge the sea intelligence of the documents Lanfranc negotiates peacefully with Roger warning him of the seriousness solely giving him a second chance. Lanfranc assures him, of base hit conduct, and to give the earl what help he can, saving his whollyegiance. The source is moderate due it cosmos correspondence over just the year 1075. Before and after this date otherwise issues may have aro utilize, and the letters are non pen by William I however b y Lanfranc1 who was a very trusted title-holder to William. However, though acting on the queen mole rats behalf, of appeasement, Lanfranc would have used his get ideas and thoughts on the case. Finally, as Hereford was the son of William fitz Osbern, he could have been treated other than for his links with William I they were fri fires from their childhood2.Source cardinal and five disagree with the raisement in source one. Source deuce is from the Anglo-Saxon Chronicle3 as a consequence of the invasion, William is described to have devastated Yorkshire (Harrying of the marriage) 4 ravaged and rigid intemperance to the shire. thither is no consequence of conciliation from William. Source dickens is miser able-bodied due to it scarce covering one year, it does not take into account events away of 1069. The Anglo authors of the chronicle could be biased towards the Normans, exaggerating the truth, passing out appeasement by William I. Source five likewise disagrees wi th the statement recounting how William ruined Norwich, and blinded nigh of the traitors. The source is partial due to it covering solitary(prenominal) one date and the account of the state of affairs is brief, and may exaggerate the Norman methods.The essential sources (source two, four, and five), overall, have an unbalanced view of William I and his tactics for establishing peace in England. The primary(prenominal) drawback to most(prenominal) of the sources is the lack of facts during the years 1065 and 1075. This heart and soul that the mutinys that occurred out front 1069 are not mentioned. A final limitation, which I believe is the most key, is a list of rules that William I laid down when he first conquered England. The first rule was that above all things he (William) wishes one God to be venerable throughout his whole realm, one cartel in Christ to be unplowed ever inviolate, and peace and security to be preserved between English and Normans. Williams want, an d favor towards peace is fully recognize in this statement.Foot Notes1. Lanfranc was, at the time, head of the upstart fo prevail bishops and abbots and also Archbishop of Canterbury. Lanfranc was unaffected with the quality of the English clergy and during Williams reign supported his policy of promoting foreigners to high major major index finger in the Church.2. William fitz Osbern, as a male child William I loved him above other members of his household. William I and William fitz Osbern were related, as fitz Osberns father was the grandson of Duke Richard of Normandys half-brother, Rodulf. Later on Roger Earl of Hereford had to forfeit his land and slacken his title as Earl of Hereford. This though not brutal is not favoring conciliation by William I or Lanfranc (on Williams behalf).3. The Anglo-Saxon Chronicle was for the years before and during the triumph of England the main source of evidence and information. There exist three versions C, D and E, derived from a co mmon source but with some digressions. The chronicle supplies a uniquely English account of political events and allows us to take in comparisons with the kinda obvious Norman propaganda.4. The Harrying of the sexual union was in response, by William I, to the revolts occurring in the north (Yorkshire) during the years 1069-70. William had marched north with seasoned troop, annihilative the orbitside as they went, and slaughtering all the adult males. What his troops conflicted on the concourse was so frightening that chroniclers remembered it over fifty years later. In the Domesday book, made in 1086, it simply records Yorkshire as waste due to the brutality of William the land was depopulated, villages leftover deserted, farms empty, and this was fifteen years later.b) To what extent did the Revolts in the years 1069-75 aid William I to assist his purplish Authority in England?The revolts between the years 1069-75, to a great extent, aided William I to drift his pur ple means crosswise England. They provided William with the chance and vindicate to use and show his military power. William was able to re behave key Anglo-Saxon lords who posed a threat to him build castles to bear his delay of the inelegant and it allowed him to firmly set, in the minds of the Saxons, that the Normans werent just invaders, like the Vikings, but conquerors of England. However, the revolts were not the only reason for Williams triumphful affirmation of royal agency on the country. William adopted methods of conciliation. He kept the Anglo-Saxon traditions such as sheriffs, shires, enthronisation rights and writs and added Norman culture and society on top to create an Anglo-Norman England.Before the revolts William was in a very exposed position. He had five thousand men to the two million Saxons, and he had no control of the North, West or eastern hemisphere of England. referable to this vulnerability William was brassatically peaceful in dealing with the Anglo-Saxons using conciliation quite a than consolidation. The revolts were essential to the modification in Williams attitude towards the situation. He began to use brutal, pitiless methods to obtain his authority.The importance of the revolts depended on who was snarly and the consequences of the revolt. Though there were minor revolts, when analyse them to revolts such as the Northern revolt (1069-70), they are taken into account to allow for us, the historian, with a realistic overview of how dire Williams need was to obtain and retain royal authority.Rebellions began to inflame the country, in 1067 the Welsh border, have by Eric the Wild, revolted in Herefordshire. later on the southwestern United States revolted in 1068, with the city of Exeter refusing to include William as their queen regnant, and Harold Godwinsons sons attempted a counter invasion in the pass of 1068. Between the years 1069 and 1070 the North revolted. Rebels in the North burned to death a Norman Earl, Robert of Commines, in Durham. A Viking armament of 240 ships, led by the sons of Swegn Estrithsson, landed at Humber and marched on York. They gained support from the local Saxons, and they seized York. Their success produced a domino affect sparking revolts in Dorset, Cheshire, Staffordshire and Somerset. William faced the possibility of a Scandinavian Kingdom in the north of England, or a separate Kingdom for Edgar, the digest prince of the Royal House of Wessex.William reacted to these revolts with causaistic vigour, dexterity and utter brutality. He became the barbarous manslayer of numerous thousands, both young and old, of that fair race of mountain1. The Welsh failed to take control of the border, and retired to Wales with much booty. Exeter, in the south-west revolt of 1068, was laid downstairs beleaguering for 18 days, by Williams troops, by which time they accepted William as their King. Harolds sons were repelled by Williams pressures in the summe rtime of 1068.William to counter-act this made a series of liberation raids through Warwick, Nottingham, York, capital of Nebraska, Huntingdon and Cambridge to show his presence as the freshly King. In reaction to the revolts in the North, William marched North with troops from York and Nottingham, devastating the countryside, slaughtering all adult males and pillaging as he went, killing animals and burning crops. This was called the Harrying of the North and the devastation of the land was so terrible that when mentioned in the Domesday Book, 20 years later, it was classed as a waste land. From Yorkshire William pushed his men across the Tees in the winter and took Chester, and Stafford, and was back in Winchester before Easter 1070.Due to the revolts and the resulting victories for William, who had either killed or utterly suppressed the resistance, he had to go through his power, and show that the Normans were the pertly rulers and would not leave. William over(p) this by first building motte-and-bailey castles across England. William began to erect them right at the range of his campaign, even before the battle of Hastings, and they were to the highest degree unheard of in England. William build hundreds across England, to show the Normans lastingness and power over the population. This geopolitical adjoin meant that they exerted control over the surrounding countryside. The Normans would shiver houses in the centre of towns to erect a castle. This happened in towns such as Cambridge, Lincoln and Dorchester2.These castles were, and still are, looming features over the landscape3. They were built in the centre of towns for economic reasons the hooey or pitchations of earlier fortifications (Roman/Saxon) were there already, and also it was cheaper to build on existing forts rather than building on top of a hill, having to transport supplies and food up it. some other affect of castles was their psychological affect on the Saxon population. Ca stles were a conspicuous token of Royal authority4, and were clearly statements of power to the indigenous people5. By the end of the revolts, 1075, William felt secure enough with his authority over England that he went back to Normandy and left his trusted advisor and Archbishop of Canterbury, Lanfranc in inject of the kingdom.Another factor which was opened up due to the revolts, and the success for William I, was the replacement of all the Anglo-Saxon earls. The earls were either dead from the revolts or just forced off their land. William strategically placed relatives or close friends to thought the earldoms. For example Odo of Bayeaux, was earl of Kent and half-brother to William I. Also the new earl of Hereford, William fitz Osbern, was Williams cousin. This formed a tight, trustful network of family and friends which William could rely on.Another improvement to William of the revolts was it allowed him to fully assert royal authority on Anglo-Saxon church. William had to as, 30% of land in England was permanently owned by the church, bishops and abbots were literate, powerful men who advised the old Kings of Saxon England. If William could control the church he would be successful in his issue forth control of England. William achieved this by removing 99% of all Saxon bishops, abbots and clergy, with Norman-French ones by 1087. William built new stone cathedrals, as a score of domination, on top of old wooden Saxon churches.This had the same affect as the castles, showing the Norman supremacy over the Saxons. In 1070 the most powerful divine in England, Stigand Archbishop of Canterbury, was deposed and replaced by Lanfranc, an Italian monk who was Williams greatest advisor. Three other important Saxon bishops were also removed, and also many abbots. Finally in 1072 Lanfranc gained favourable position over the Archbishop of York, thus making Canterbury the boss church post in England. As Lanfranc had control over the North, this aided William with his control. In the 11th century, people were very funny and believed solely in the existence of God. These men of God, the bishops and abbots were trusted by the Saxon people no matter what race they were, even Norman, because of the risk it could cause them in the time to come if they offended them.The extent of royal authority being asserted on England does not solely come from the revolts but also from Williams conciliation of the country, mainly before the revolts. Although the landscape of England had changed with the formation of castles, looming over the country and the mounted cavalry, trotting through the towns and villages, William I evermore governed through legal and just heritage from Edward the Confessor with the use of Anglo-Saxon tools of government and traditions of kingship.When William came to the stool, declination 25th 1066, he was crowned in the traditional Anglo-Saxon manner, like Edward the Confessor before. This showed his belief in tradition an d proved his rightful claim to the throne. By using the quaint traditions of Anglo-Saxon kingship ceremonies alongside the unique batch that brought him the crown, William and his successors were able to appeal both to English usance and to the Norman sense of good conquest. William in the lead up to the revolts kept the country as it was, making no major changes and if any were made they would contain of a mixture of Anglo-Saxon and Norman customs.The main household after 1066 was not fundamentally changed. The only big difference in the household was that after 1066, and peculiarly well-nigh 1087 (William Is death) the nobles were increasingly Norman. At first William kept some Anglo-Saxons in his household, one example was Regenbald, and he was the chancellor and was in command of the Royal seal under Edward the Confessor and William I. This shows Williams rely for continuity within the government, and only adding extras on top mixing the two cultures of the Normans and th e Anglo-Saxons.The earldoms at the beginning of Williams reign did not change. They remained as the four large Earldoms of East Anglia, Mercia, Wessex and Northumbria. However, some the time of the rebellions against William I (1070s), William I granted the land to new nobles and tenants. As a result he and his two half-brothers owned 50% of England, the Church remained with around 30%, and roughly 12 barons (great lords) shared the remaining 20%. These 12 barons, basically like his half-brothers, were frequently related through hereditary or marriage to William.Kingship was very much affected by the character of the King on the throne at the time. So this was destined to change with the door of William I. William I had to be physically strong, outlay most of his time on the move (itinerant kingship). Also mentally strong to subdue the churchmen and the barons who all had their own ambitions and interests. With this change in kingship, William introduced a fairly new system o f crown-wearing sessions. William I wore his crown and regalia where the people could see him. Three major clock for this crown-wearing was Easter at Winchester, Christmas at Gloucester, and on Whitsun in Westminster.This new method and change in kingship could have been a home of William Is security as King. However, William I could of used crown-wearing sessions for another reason, to state his claim and right to the throne, indefinitely, upon landholders, and the barons. This would agree with his use of the coinage system set up in England before 1066. William on his coins and seals had a picture of him sitting on the throne with all his regalia, on one side, and on the other him on a cater with a sword William is declaring his claim to the throne, by right, and if that is not enough by force and bloodshed. William changed the iconography of kingship to add strength to his kingship.The chancery of pre-1066 was only slightly revolutionised. After 1066 the clerks, who wrote up t he laws and grants began to progressively, under William, write the laws in Latin. Latin was the linguistic process of authority, the Norman nobles and the officials wrote in Latin. This language of power was fully founded around 1070. The use of clerks was not new to England. William I only adequate them to his cultural needs and desires. Also Latin was not known throughout the great population. This causes supremacy over the plebs on the land, and dominates their lives.Sheriffs were the Kings official in a shire. These officials had been around before William. William I did not have sheriffs back in Normandy, and found them to be very useful. After the rebellions around the 1070s, sheriffs were increasingly Norman (as were the earls and bishops). The powers of the sheriffs increased hugely, and they were often in charge of royal castles (castellans) as well. Most Norman sheriffs were aristocrats who had much more wealth and power than the previous Anglo-Saxon sheriffs.A final i nstrument used by William I to completely assert his authority on the country was the production of the Domesday Book6. This book allowed the King to find out who had what and who owed what, twenty years after his seizure of the kingdom. The Domesday Book also shows us how sophisticated the Anglo-Saxon government was before the Normans. Without the shires, hundreds and sheriffs this lawsuit of census would have been near unimaginable to make. The Domesday Book is a record of a conquered kingdom, but it is a testament to the option of the Anglo-Saxon government in many aspects.William I was aided by the revolts (1069-75) to a great extent. The revolts changed the King from conciliation to consolidation. However, the revolts, the castle building, the revolutionary change of the earldoms and the church, came, all, after the revolts. A new set of values had been introduced into England these were found upon loyalty and military service. The government of the new king was based upo n the traditional procedures and customs of Edward the Confessor but was enforced with a criminal energy inspired by, mainly, the revolts between the years 1069-75.Foot Notes1. William the Conquerors deathbed confession, from Orderic Vitalis The ecclesiastical archives pen 1123-41.2. Cambridge (27 houses were demolished),Gloucester (16 houses demolished),Lincoln (166 houses demolished), and in Dorchester (an area of 150,000 square metres was taken up).3. member in History Today, glitz 53, screw 4.4. Article in History Today, Volume 53, Issue 4.5. Article in History Today, Volume 53, Issue 4.6. The Domesday Book was written in 1086, and was so-called due to its verdicts being just as unanswerable as the Book of the Day of Judgment. It was written in Latin, on parchment and includes 13,400 place label on 888 pages. No other country in the world produced such a detailed historical record at such an early date.